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Correlation between English Major Learners' Listening Comprehension Difficulties and Their Use of Metacognitive Strategies of Listening during Online Listening Comprehension Courses

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Title: Correlation between English Major Learners' Listening Comprehension Difficulties and Their Use of Metacognitive Strategies of Listening during Online Listening Comprehension Courses
Language: English
Authors: Rabab Ahmad Mizher, Kholoud Hussein Amoush, Bandar Khalil Mukattash
Source: rEFLections. 2025 32(1):51-75.
Availability: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Correlation, Listening Comprehension, Metacognition, Majors (Students), Second Language Learning, Second Language Instruction, Learning Strategies, English (Second Language), Barriers, Universities, Student Attitudes, Attention Control, Access to Internet, Online Courses, Undergraduate Students, Foreign Countries, Language Processing
Geographic Terms: Jordan
ISSN: 1513-5934
2651-1479
Abstract: This paper attempted to investigate the relationship between English major learners' use of metacognitive strategies of listening to overcome the difficulties they face while learning listening skills at Al-Balqa Applied University (BAU). The data was collected by administering an online Microsoft Form questionnaire to 168 first-year English major learners. The retrieved questionnaires were 104, with 99 valid for statistical analysis. The questionnaire main themes were the difficulties related to listener, speaker, content, lack of concentration, internet issues, and metacognitive strategies of listening. Data was analyzed using SPSS statistical analysis software (linear regression). The analysis revealed a positive correlation between English major learners' use of metacognitive strategies of listening when facing listening comprehension difficulties related to all themes. Nevertheless, the evident positive correlation became apparent when learners encountered difficulties associated with a lack of concentration and internet issues. These difficulties were perceived to require the implementation of metacognitive strategies of listening as an effective remedy. This study contributes to the understanding of English major learners' use of metacognitive strategies of listening during online learning of listening skills. Moreover, it reflects on the English major learners' awareness of metacognitive strategies of listening and calls for the need to teach these strategies deliberately.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471061
Database: ERIC
FullText Text:
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  Data: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
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  Label: Abstract
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  Data: This paper attempted to investigate the relationship between English major learners' use of metacognitive strategies of listening to overcome the difficulties they face while learning listening skills at Al-Balqa Applied University (BAU). The data was collected by administering an online Microsoft Form questionnaire to 168 first-year English major learners. The retrieved questionnaires were 104, with 99 valid for statistical analysis. The questionnaire main themes were the difficulties related to listener, speaker, content, lack of concentration, internet issues, and metacognitive strategies of listening. Data was analyzed using SPSS statistical analysis software (linear regression). The analysis revealed a positive correlation between English major learners' use of metacognitive strategies of listening when facing listening comprehension difficulties related to all themes. Nevertheless, the evident positive correlation became apparent when learners encountered difficulties associated with a lack of concentration and internet issues. These difficulties were perceived to require the implementation of metacognitive strategies of listening as an effective remedy. This study contributes to the understanding of English major learners' use of metacognitive strategies of listening during online learning of listening skills. Moreover, it reflects on the English major learners' awareness of metacognitive strategies of listening and calls for the need to teach these strategies deliberately.
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  Data: 2025
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  Data: EJ1471061
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      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 51
    Subjects:
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Listening Comprehension
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Barriers
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      – SubjectFull: Universities
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Attention Control
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      – SubjectFull: Access to Internet
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      – SubjectFull: Online Courses
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Processing
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      – SubjectFull: Jordan
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    Titles:
      – TitleFull: Correlation between English Major Learners' Listening Comprehension Difficulties and Their Use of Metacognitive Strategies of Listening during Online Listening Comprehension Courses
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            NameFull: Rabab Ahmad Mizher
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            NameFull: Kholoud Hussein Amoush
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              Y: 2025
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